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Rational
A unit outline is not a single approach to student learning, it is in fact a whole faculty approach and
needs to be treated as such. Teachers will come from diverse backgrounds which often employ
unique pedagogy to their classrooms. Therefore, it could be considered a shortcoming of this report
only containing the unique perspective of one teacher and that a far more comprehensive unit
outline would be focused on input from all teachers. This outline does however take steps to have a
specific focus on a theoretical population of students and therefore can be as specific to achieving
and enhancing learning outcomes for low students in year 9. Looking at current NAPLAN results
(Chua, Khan, Humphry & Hassell, 2017) students currently struggle with grammar, reading and
writing. These are areas in which most students struggle with especially those of diverse or low SES
backgrounds, this outline aims to push the growth of students regardless of circumstance through
the inclusion of adjustments. Adjustments are the main component for having a dynamic approach
to pedagogy as it gives teachers options to help both students who have a severely disrupted
education of students or for students already with an advanced understanding of outcomes. When
deciding on adjustments for literacy skills it is important to first define what are the exact
requirements of the classroom. Some students will possess literacy skills at the national average of
school-age peers, others will have extremely poor to no literacy skill or have a developed in more
informal social registers. There is also the consideration for emotional, psychological and physical
trauma in higher frequency in a low SES school which is liable to hurt formal education (Fenwick &
Cooper, 2012). To affectively target the student population varies models and learning approaches
can be taken to achieve different success results. Currently many researchers have trialled a
collaborative learning approach in combination with an interactive learning model in the classroom
and have had much success in developing growth in literacy (Laal, Khattami-Kermanshahi & Laal,
2014). Collaborative learning focuses on the students being interactive with one another to work
through problems or peer-review each-others work, whereas the interactive learning model involves
digital learning and ICT into course design and delivery. Both introduce useful options for teachers
and students to receive useful feedback regularly, highlighting which areas of the unit outcomes that
students may struggle with most. Based on the success in the research reported by Laal, Khattami-
Kermanshahi & Laal (2014) the outline contains activities with workstations in which students will
work together on different parts of a problem, as well as opportunities for peer marking giving
students agency and opportunity for discussion of high performing peers. Furthermore, the outline
uses ICT in multiple ways incorporating ICT through mind map software, blogs and multimedia
assessment in which students can be interactive with both their peers and educator. Interactive ICT
also facilitates independent learning as students must develop their social interactions to facilitate
online communication, furthermore, ICT can be used as an intervention system for the educator
providing constant data and deeper social connection to students. Both approaches in conjunction
develop and deepen a student’s intrinsic motivation, which holds extensive benefits for the diverse
learning environment (Froiland & Worrell, 2016) as there is a direct association between learning
goals and academic performance, this research on the engagement of students has also been
incorporated into this unit outline. Research also shows a strong reciprocal relationship between
reading and writing, reading skills are crucial in developing the ability to write meaningfully (Reading
writers, 1992). Therefore, this outline considers the development of both reading and writing to be a
precursor to compulsory literacy skills and standards required of year 9, they are also the basic skills
required to comprehend the text presented (Reading writers, 1992). The difficulty of texts is based
off subject matter such as themes, vocabulary and as most students may already struggle with
comprehension based of off NAPLAN results. To combat the gaps in knowledge lower students, have
research from Hwang & Xi (2008) suggest that having small groups composed of higher and lower
students can build base knowledge therefore further complimenting the collaborative approach.
This outline concentrates on creating an environment where students of vastly different levels of
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literacy can develop growth, without improving upon skills of reading and writing the future issues a
student will experience in later years will be likely compounded.
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Assessment of learning
-Exposition: ‘In the world of Othello, conflict start from places we didn’t expect’
-Response: ‘Human conflict often arises between two opposing forces’
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Blog software:
http://edublogs.org
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Exposition scaffold
When do I use it?
Expositions are commonly used to examine issues from a range of perspectives (giving the
for and against or the positive or negative) on a topic and then form an opinion based on
the evaluation of the arguments presented.
Some examples of exposition are: Some essays, editorials for the newspaper, debates,
current affairs.
SCAFFOLD
Introduction
It involves the statement or the issue concerned and then the inclusion of alternative and
opposing points of view.
Arguments
A series of arguments with supporting evidence, which can argue for and against the issue
or concern for each point of view that is put forward.
Use a new paragraph for each new argument
Each new paragraph begin with a topic sentence that states the argument for
that paragraph.
Back up each argument with evidence. Examples and quotations can be used.
Conclusion
A summing up of the arguments and a statement of the position of the author is included
in a concluding statement.
Language Features:
Emotive words and phrases should be used.
Usually in present tense.
Use of repetition.
Analysing opposing points of view and thought provoking questions and phrases.
Three connectives to indicate sequence of points, (e.g. firstly, secondly, thirdly)
Conjunctions used to link reasons and actions, opinions or to link cause/action and
effect
A variety of verbs used e.g. action verbs (run, ruin and drive)
A variety of mental verbs used e.g. (hope, believe)
Occasional use of passive voice should be used e.g. instead of saying “the people
are concerned about the intersection”, the author may restate this as, “Concern
has been raised about the intersection”.
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EXAMPLE OF EXPOSITION
Fast Food and Progress Action verbs:
Opening Proposal
The local community is divided over the build
statement proposal to build a fast-food outlet,
Identification belonging to one of the world’s largest
of the issue. food chains, in the area. Many people
believe support of the proposal will provide Mental verbs
benefits to the area while others consider Believe
it would be detrimental to the town. Should consider
the proposal be denied?
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References
Akinlolu, D. (2019). Bright Light Cafe - Short Story - The_Unsaid. Retrieved 12 September 2019, from
http://www.brightlightmultimedia.com/blcafe/ShrtStories-TheUnsaid.htm
Chua, H., Khan, R., Humphry, S., & Hassell, R. (2017). Effect of national partnerships on
NAPLAN. Cogent Education, 4(1). doi: 10.1080/2331186x.2016.1273166
Fenwick, L., & Cooper, M. (2012). Prevailing pedagogies for classes in low SES contexts and the
implications for standards-based reform in Australia. The Australian Educational Researcher, 39(3),
349-361. doi: 10.1007/s13384-012-0066-8
Froiland, J., & Worrell, F. (2016). INTRINSIC MOTIVATION, LEARNING GOALS, ENGAGEMENT, AND
ACHIEVEMENT IN A DIVERSE HIGH SCHOOL. Psychology In The Schools, 53(3), 321-336. doi:
10.1002/pits.21901
Hwang, S., & Xi, J. (2008). Structural and Individual Covariates of English Language Proficiency. Social
Forces, 86(3), 1079-1104. doi: 10.1353/sof.0.0017
Laal, M., Khattami-Kermanshahi, Z., & Laal, M. (2014). Teaching and Education; Collaborative
Style. Procedia - Social And Behavioral Sciences, 116, 4057-4061. doi: 10.1016/j.sbspro.2014.01.890
Reading writers. (1992). English Journal, 81(4), 59. Retrieved from https://search-proquest-
com.ezproxy.uws.edu.au/docview/237286709?accountid=36155
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